Perceived barriers that prevent high school students seeking help from teachers for bullying and their effects on disclosure intentions |
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| Institution: | 1. Department of Psychology, University of Richmond, United States;2. T. Denny Sanford School of Social and Family Dynamics & Department of Psychology, Arizona State University, United States;3. Department of Psychology, Colgate University, United States;4. Posttraumatic Stress Disorder and Polytrauma Clinics, George E. Wahlen Department of Veterans Affairs Medical Center, United States;1. Department of Sociology, University of Groningen, Grote Rozenstraat 31, 9712 TG Groningen, The Netherlands;2. Department of Pedagogy and Educational Science, University of Groningen, Grote Rozenstraat 38, 9713 TG Groningen, The Netherlands;3. Department of Psychology, University of Turku, FIN-20014 Turku, Finland |
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| Abstract: | Many adolescents choose not to tell teachers when they have been bullied. Three studies with 12–16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting. Three perceived negative outcomes were common; peers would disapprove, disclosers would feel weak/undermined, and disclosers desired autonomy. In study 2, students (N = 297, 153 females/134 males/10 unspecified) indicated how much they believed that the perceived negative outcomes would happen to them, and a substantial proportion did so. Perceived negative outcomes significantly predicted intentions to disclose being bullied. Study 3 (N = 231, 100 females/131 males) tested if the perceived negative outcomes would be strong enough to stop participants from telling a teacher even though the teacher would stop the bullying. This was the case for many of them. Participants did not report disliking peers who disclosed bullying. Theoretical and practical implications are discussed. |
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| Keywords: | Bullying Victims Social Support Disclosure |
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